1. Transition 101 Practical Guide to Transition Services

2. Workshop Overview 8:00-8:30 – Welcome, Housekeeping, Introduction 8:00-8:30 – Welcome, Housekeeping, Introduction 8:30-9:00 – Transition Requirements 8:30-9:00 – Transition Requirements 9:15-9:45 – Employee Portal 9:15-9:45 – Employee Portal 9:45-10:00- Break 9:45-10:00- Break 10:00-11:00- Transition Assessments, Easy IEP Procedures and Transition Instruction 10:00-11:00- Transition Assessments, Easy IEP Procedures and Transition Instruction

3. Workshop Overview 11:00-12:30 –Lunch 11:00-12:30 –Lunch 12:30- 2:00 – Case Studies 12:30- 2:00 – Case Studies 2:00-2:15 –Break 2:00-2:15 –Break 2:15-3:15 – Indicator 13 Checklist and Resources 2:15-3:15 – Indicator 13 Checklist and Resources 3:15-3:30 –Wrap Up 3:15-3:30 –Wrap Up

4. Workshop Objectives Provide rationale for transition services Provide rationale for transition services Discuss IDEIA requirements Discuss IDEIA requirements Provide framework for compliance with the new regulations Provide framework for compliance with the new regulations Implement research- based best practices for promoting transitions Implement research- based best practices for promoting transitions

5. Activity

6. Definition of Transition- IDEIA 2004 “Transition services” means a coordinated set of activities for a student that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post school activities including... “Transition services” means a coordinated set of activities for a student that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post school activities including...

7. Transition Definition, continued Postsecondary education Postsecondary education Vocational education Vocational education Integrated employment (including supported employment) Integrated employment (including supported employment) Continuing and adult education Continuing and adult education Adult services Adult services Independent living Independent living Community participation Community participation

8. Transition definition, Continued...based on the child’s strengths, preferences and interests; and shall include instruction, related services, community experiences, the development of employment and other post school living objectives and when appropriate, acquisition of daily living skills and functional vocational evaluation....based on the child’s strengths, preferences and interests; and shall include instruction, related services, community experiences, the development of employment and other post school living objectives and when appropriate, acquisition of daily living skills and functional vocational evaluation.

9. Requirements Results oriented Results oriented Focus on improving academic and functional achievement Focus on improving academic and functional achievement Movement to secondary and vocational education Movement to secondary and vocational education Strengths Strengths

10. Transition Planning is NOT Optional! Transition Planning is NOT Optional! Teachers are the coordinators of the plan. Teachers are the coordinators of the plan.

11. New Developments Student Transition Portfolio Student Transition Portfolio Transition Classes Transition Classes Website Website

12. Student Transition Portfolio

13. Replaces the Individualized Transition Plan Replaces the Individualized Transition Plan Begin at age 14 Begin at age 14 –IEP meeting can be 1 st Transition planning meeting Use the Portfolio Use the Portfolio –As a guide for the transition process –To assist the IEP team with transition planning –To ensure that activities and strategies are addressed in IEP goals –As an ongoing source of information –IEP goals –Transition statements –Summary of performance

14. Student Transition Portfolio Ongoing Process Ongoing Process 4-6 years 4-6 years Not all actions will be appropriate for all students Not all actions will be appropriate for all students Assessments do not have to be duplicated Assessments do not have to be duplicated The portfolio is placed in a manila folder with the transition assessments The portfolio is placed in a manila folder with the transition assessments

15. Page 1 Page 1 Measurable Postsecondary Goals These are the statements on the Transition page of Easy IEP Middle school teachers may leave the form blank

16. Page 2 Employment Employment Postsecondary Training Postsecondary Training –Document the actions you complete. You may write in any other activities.

17. Page 3 Independent and Supported Living Independent and Supported Living Community Involvement Community Involvement –Document all activities!

18. Page 4 Person Centered Planning Team Contact information for any person who will help with Transition issues.

19. Summary of Performance Historical View of functional assessment and evaluation data Historical View of functional assessment and evaluation data –Documentation of disability –Nature and extent of functional limitations –Effectiveness of accommodations –Recent evaluations or data –Student input regarding limitations.

20. Summary of Performance To be presented To be presented –At graduation with a regular diploma –When a student ages out at 22 –When a student exits school ( with a special ed diploma before age 22) The student may sign in consent at age 18 The student may sign in consent at age 18

21. Summary of Performance Why? Why? –Collaboration with other agencies –Prevents duplication of testing 504/ADA 504/ADA –Students must self report –Determination of Diagnosis –Academic and functional limitations of the disability

22. Summary of Performance Measurable Postsecondary Goals Measurable Postsecondary Goals –Employment –Education/Training –Independent Living Skills –Community Participation

23. Summary of Performance Present Levels of Performance Present Levels of Performance –Academic –Cognitive –Functional

24. Summary of Performance Recommendations Recommendations –Higher Education or Career technical –Employment –Independent Living –Community Participation

25. Summary of Performance Student Perspective Student Perspective

26. Consent to Invite Parent/student consent required when the IEP team has decided to invite outside agencies. Parent/student consent required when the IEP team has decided to invite outside agencies. Blanket form can be used with possible agencies listed. Blanket form can be used with possible agencies listed.

28. Employee Portal Transition Assessments Transition Assessments Transition Forms Transition Forms Transition Teacher Information Transition Teacher Information

30. Report Card Data Indicator 13: Indicator 13: Percentage of youth aged 16 and above with an IEP that includes appropriate measurable postsecondary goals That are annually updated and based on age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those post- secondary goals, and annual IEP goals related to the student’s transition service needs. There also must be evidence that, if appropriate, a representative of any participating agency was invited to the IEP team meeting with prior consent of the parent or student who has reached the age of majority.

31. Report Card Data Indicator 14: Indicator 14: Percent of youth who had IEP’s, are no longer in secondary school and who have been competitively employed or enrolled in some type of post secondary training or education.

32. Indicator 13 Measurable Post School Outcomes Age Appropriate Transition Assessments Course Of Study

33. Transition Requirements Checklist Used for state monitoring Used for state monitoring TOPS Project TOPS Project Indicator 13 Questions Indicator 13 Questions Quality of Transition Plans Quality of Transition Plans Federal- Age 16 Federal- Age 16 State of Tennessee- Age 14 State of Tennessee- Age 14

34. 1. Is there evidence that the student was invited to the IEP meeting? Student and parent invitations Student and parent invitations Check Transition box on the invitation Check Transition box on the invitation

35. 2. Did the student attend the IEP meeting? Not a requirement Not a requirement Best Practice Best Practice Note on IEP Note on IEP

36. 3. If the student did not attend the IEP meeting, did the public agency take other steps to ensure the student’s preferences and interests were considered? Review assessment section of the IEP Review assessment section of the IEP Check appropriate boxes on the IEP Check appropriate boxes on the IEP

37. 4. Will this student need involvement from any outside agency in order to make a successful transition? Only for current year Only for current year Review measurable postsecondary goals Review measurable postsecondary goals

38. 5. If appropriate, is there evidence that a representative of any participating agency was invited to the IEP team meeting with the prior consent of the parent or student who has reached the age of majority? Only for the current year. Only for the current year. If this final year check MPG’s If this final year check MPG’s

39. 6. Did the participating agency, other than the public agency., fail to provide the transition services described in the IEP? Review services Review services

40. 7. Did the public agency reconvene the IEP team to identify alternative strategies to meet the transition objectives and if necessary, revise the student’s IEP? Review IEP to determine extent of agency participation Review IEP to determine extent of agency participation Did they do what they said? Did they do what they said?

41. 8. Was the parent notice provided? Check Easy IEP Check Easy IEP

42. 9. Does the parent notice indicate a prupose of the meeting will be the consideration of the postsecondary goals and transition services of the student? Check the transition box on the invitation. Check the transition box on the invitation.

43. 10.. Does the parent notice indicate that the public agency invited the student? Check the transition box on the invitation Check the transition box on the invitation

44. 11. Does the parent notice identify any other agency that will be invited to send a representative to the IEPmeeting? Determine if the student will need involvement Determine if the student will need involvement

45. 12. Does the IEP include a statement of the student’s present levels of academic and functional performance? Name of assessment Name of assessment Assessment results- not what the assessment measures Assessment results- not what the assessment measures

46. 13.Is there an appropriate measurable postsecondary goal that covers education or training, employment and as needed independent living? A- Training/education B- Employment Use measurable language Use measurable language Only for actions after high school Only for actions after high school

47. 14. Are the measurable postsecondary goals updated annually? Updated and addresses in the current IEP Updated and addresses in the current IEP

48. 15. Are there annual IEP goals related to the student’s transition service needs? Goals have to be related to the transition needs Goals have to be related to the transition needs

49. 16. Is there evidence that the measurable postsecondary goals were based on age appropriate transition assessments? Measurable postsecondary goals have to relate to the assessment results. Measurable postsecondary goals have to relate to the assessment results.

50. 17. Are there transition services in the IEP that will reasonable enable the student to meet his or her postsecondary goals? Services should lead to achievement of goals. Services should lead to achievement of goals.

51. 18. Are the transition services based on the individual student’s needs, taking into account the students strengths, preferences and interests? Services must relate to assessments Services must relate to assessments

52. 19. Are the transition services designed within a results oriented process that is focused on improving the academic and functional achievement of the student with a disability to facilitate the student’s movement from school to post school activities? Services lead to the result of student achieving goals. Services lead to the result of student achieving goals.

53. 20. For the measurable postsecondary goals, is there evidence of coordination between the LEA and other postsecondary services? Transition- “Coordinated set of activities” Transition- “Coordinated set of activities” Check IEP to determine evidence Check IEP to determine evidence

54. 21. Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goals? List courses taken and courses that will be taken according to the student’s focused plan of study List courses taken and courses that will be taken according to the student’s focused plan of study

55. 22. Overall, does the IEP meet the requirements of Indicator 13? Questions 1, 13a and b, 14, 15, 16, 17 and 21 must all be answered yes for the IEP to be in compliance. Questions 1, 13a and b, 14, 15, 16, 17 and 21 must all be answered yes for the IEP to be in compliance.

56. 23. Beginning not later that one year before the student reaches the age of majority under state law, does the IEP include a statement that the student has been informed of the student’s rights under Part B of the Act, if any, that will transfer to the student on reaching the age of majority?

57. 24. For the current school year, will the student terminate eligibility by graduating from secondary school with a regular diploma or exceed the age of eligibility for FAPE under State law?

58. 25. Has the public agency developed and provided the student with a summary of academic and functional performance including recommendations to assist the student in meeting the student’s postsecondary goals (SOP)?

59. 26. Does the SOP provide the student with a summary of his or her academic achievement and functional performance?

60. 27. Does the SOP include recommendations on how to assist the student in meeting his /her postsecondary goals?

62. Age Appropriate Transition Assessment Portal Document Portal Document –Age Appropriate Transition Assessment

63. Easy IEP- Transition Services Tab

64. Measurable post secondary goals Measurable post secondary goals –Goals required in Employment, Education/ Training, and Independent Living Skills as needed. –Used to be written on the addendum –Written as “student will...”

65. Examples of MPG’s Employment Sally will be employed as a nail technician. Sally will be employed as a nail technician. Bob will work in a retail business. Bob will work in a retail business. John will work with machines. John will work with machines.

66. Examples of MPG’s Education/ Training Amy will take classes at the community college. Amy will take classes at the community college. Mary will enroll in Adult Basic Education classes to continue developing her reading and math skills. Mary will enroll in Adult Basic Education classes to continue developing her reading and math skills. John will attend technical school to train as an auto body repairman John will attend technical school to train as an auto body repairman Bob will enroll in a 4 year university in the fall. Bob will enroll in a 4 year university in the fall.

67. Examples of MPG’s Independent/Supported Living Amy will live in an apartment close to her parents. Amy will live in an apartment close to her parents. Jake will live in an apartment near the community college. Jake will live in an apartment near the community college. Bob will live with his parents. Bob will live with his parents. Mary will live in an apartment with a companion. Mary will live in an apartment with a companion.

68. Examples of MPG’s Community Involvement Mary will join the local YMCA to take exercise classes. Mary will join the local YMCA to take exercise classes. Jake will remain active in his church and engage in routine activities with his friends. Jake will remain active in his church and engage in routine activities with his friends. Jane will volunteer at the local homeless shelter. Jane will volunteer at the local homeless shelter.

69. Easy IEP-Transition Services Tab Course of Study Course of Study –List the courses the student plans to take or –List the path or Life Skills –DO NOT STATE “ SEE FOUR YEAR PLAN” OR “TO BE DETERMINED”

70. Easy IEP-Transition Services Tab Transition Services- Activities/Strategies Transition Services- Activities/Strategies –Use the Student Transition Portfolio to determine what activities you need to do for each Measurable post secondary goal (Employment, Education/Training and Independent Living if needed) –You may use the Transition activities on the portal as a guide.

71. Goals and Objectives You must write goals and short term objectives for those Vocational and Transition activities that are the responsibility of special education. You must write goals and short term objectives for those Vocational and Transition activities that are the responsibility of special education. You write these goals in the same manner as the academic goals. You write these goals in the same manner as the academic goals.

72. Case Studies

74. Transition Instruction Self Advocacy- Self Determination Curriculum- Middle Schools Self Advocacy- Self Determination Curriculum- Middle Schools Principles of Transition I, II and III Principles of Transition I, II and III

75. Self Advocacy and Self Determination Why teach these skills? Why teach these skills? –Students learn likes, dislikes, strengths, abilities, values –Students learn to present themselves as an individual with skills and positive attributes –Students learn to make choices –Students learn decision making –Students recognize successes and potential for future successes

76. Self Advocacy and Self Determination Why teach these skills Why teach these skills –Students explore dreams and plan to achieve goals –Student document current and future goals by developing a resume –Students are informed of rights and role as a self advocate

77. Self Advocacy and Self Determination UT Center on Disability and employment UT Center on Disability and employment Center provides technical support Center provides technical support Available for use in Middle and High schools. Available for use in Middle and High schools. Can be used as a 9 week course or can be broken up into 10-30 minute sections. Can be used as a 9 week course or can be broken up into 10-30 minute sections. Each school has an Instructor’s manual which includes a CD and Student materials. Each school has an Instructor’s manual which includes a CD and Student materials.

78. Self Advocacy and Self Determination Manual has Manual has –Instructor’s Notes –Content for Learners –Step by step instructions –Approximate times –Materials needed –Activities and exercises to use

79. Self Advocacy and Self Determination

80. Principles of Transition Principles of Transition I Principles of Transition I –Self Determination and Self Advocacy –Knowledge of IEP and Transition Planning –Household management –Meeting personal needs

81. Principles of Transition Principles of Transition II Principles of Transition II –Work Habits –Household management –Investigating community services –Occupational safety –Seeking employment

82. Principles of Transition Principles of Transition III Principles of Transition III –Independent living skills –Job acquisition and retention –Work Based Learning –Legal issues –Finalizing plans

83. Principles of Transition Materials Materials –The Transition Handbook- Strategies High School Teachers Use that Work –Life Centered Career Education- A Competency Based Approach –Supplemental materials –Teachers receive materials after training

84. Principles of Transition Each school will have 1 (one ) copy of materials Each school will have 1 (one ) copy of materials Copies can be made as needed Copies can be made as needed Will need to be kept in a central location (library) Will need to be kept in a central location (library)

85. Resources State Department of Special Education State Department of Special Education Partnerships for EdExcellence Partnerships for EdExcellence –Manuals –Assessment Toolkit

86. Agencies and Services Vocational Rehabilitation Vocational Rehabilitation –Job Training –Competitive and Supported Employment –Order of selection

87. DMRS and Medicaid Waiver DMRS and Medicaid Waiver –Early intervention –Family support –Consumer directed supports –Case management services –Home and community based waiver services

88. Agencies and Services Tennessee Career Centers Tennessee Career Centers –One Stop Centers –Throughout Tennessee Community Based Transition Program Community Based Transition Program –Metro Schools –19-21

89. Tennessee Disability Pathfinder